Jane Waite @janewaite
Aims of the session
● Look, briefly, at the background to changes in
● Provide an introduction to the Barefoot
Computing website & project resources.
● Show you how to continue on your personal
journey to learn about Computer Science.
Where are we now?
17,000 primary schools in England
196,000 primary school teachers
Computing has never, ever, been taught at primary
schools in the past – this is the first time
Current teachers have not been formally trained for
this – they have to find there own way
How do you feel?
How are your colleagues reacting in schools?
The curriculum change
The Barefoot Website & Resources
Programme of Study Computational Thinking –
Concepts and Approaches
Computer Science Concepts
Programming Networks Digital devices
• Teach yourself concept resources
• Exemplar teaching activities
The Barefoot Approach
What do Algorithms look like across the Primary Curriculum?
1) Precise set of instructions….2) Set of rules
Number Sequence Activity – KS2
16, 35, 73, 149 ___
Possible answers: 303, 302, 304, 301
KS2: ‘Use logical reasoning to explain how simple algorithms work’
Multiply the previous number by 2, then add 3 to make the next number
Used knowledge of maths to predict the next number in the sequence, based on the
relationships they can see between the numbers
Look at the relationships between the numbers to spot a pattern. Work out the rule and
the next number in the sequence.
Evaluation & Debugging
Evaluation used to test their rule, if it didn’t work they had repeat the process and work
out where they went wrong (Debugging)
KS1 Pizza Pickle Debugging Activity
It makes a base and puts it
in the oven, but does not
It makes a base, adds
cheese, puts in the oven and
starts cooking, but does not
add the sauce!
The steps are in the wrong
KS1: debug simple programs
KS1: use logical reasoning to predict the behaviour of simple programs
KS2 Solar System Activity
What do you call a model of
Guess What - if we have time – in pairs – 1 person close you eyes ….
Choose an object to draw. Don’t start yet!
KS2 Guess What
Crazy Characters Spelling
KS1: Bee-Bot 1,2,3
TASK: Working in pairs can you create algorithms to draw the shape of
2) Test the algorithm using
the Fakebot/other pupils
3) Program the Bee-Bot
using the algorithm
1) Write the algorithm using
KS1: Understand how algorithms are implemented as programs on digital devices
4) Evaluate & debug!
Key stage 2: Dinosaur fossil animation
KS2: Use sequence in programs
Key stage 2: Networks
• Explanation of concept,
• What it looks like in KS1/ KS2
• Network hunt
• Modelling the internet
• Plus Search activities –
webcrawlers + ranking
In the past when it was grey and cloudy it often rained. Today it is
grey and cloudy. Therefore I predict it is likely to rain.
We ask - how do you know that? Why do you think that?
We say explain your ideas – use the word because….
What are the steps to do this?
What are the rules to do that?
Label the parts of the flower.
What are the parts of a story?
Tell me more about that, then that… then that …
Have we done it all?
Is it the same? How is it different. What do you
notice about all the multiples of 10? How are these
poems similar? What is different about these
features in science, geography, history…?
What is most important? What are the success
criteria? Headlines, summarise the key
features…Don’t get bogged down in the detail.
(London Underground Map)
What could be improved? Three stars and
Will compliment your current lession plans
Computational Thinking can be taught without a
Coding. Important too, Barefoot team developed suite of
Scratch templates to facilitate your lessons
Accessing the FREE Resources
Provide feedback please!